CBET Workbook

Workbook

Site: Technical and Vocational Skills Development

Course: Module 1: Introduction to the CVQ System (Master)
Book: CBET Workbook
Printed by: Guest user
Date: Saturday, 22 October 2022, 11:19 PM
Table of contents
1. Topic Overview
2. Introduction
3. What is CBET?
3.1. CBET and Constructivism
3.2. The Constructivist Learning Pyramid
3.3. CBET Across the World
4. The Essential Elements of CBET
4.1. The characteristics of CBET
4.2. Instructional approach
5. The Traditional and CBET approach in TVET
5.1. Comparison between Traditional & CBET Methodologies
5.2. Portfolio Activity: Compare CBET vs Traditional
6. Topic Summary
7. Frequently asked questions
1. Topic Overview
This topic focuses on the Competency Based Education and Training (CBET) approach.
Navigation

Work your way carefully through the pages in this workbook and complete the activities.

Learning objectives
Once you have completed the workbook you should be able to:
define CBET
state the characteristics of CBET
outline the essential elements of CBET
state benefits of CBET
differentiate between the traditional and CBET approach in TVET
How you will be assessed
Your
assessment for this topic will include exercises for your portfolio.

Complete an exercise on CBET vs traditional training

2. Introduction
In this section you will be introduced to Competency Based Education and Training. It is an approach that
empowers learners to focus on mastery of valuable skills and knowledge and learn at their own pace.

3. What is CBET?
To start a discussion on CBET or Competency Based Education and Training, we must define what is meant
by competency in this context. 

Competency is really the ability of an individual to perform outcomes to a required standard specific to a
particular industry.

Taking competency into account CBET is regarded as a system of education and training designed to ensure
that learners leave the education and training system with the requisite knowledge, skills and attitudes (KSA)
that meet the needs of the workplace. It is a training strategy which focuses on what is essential for learners
to be able to do successfully at the end of the learning experience.

CBET is guided by the philosophical principle that, "almost all persons can learn provided that they are
given the type of instruction that they need".
3.1. CBET and Constructivism
CBET is based on sound educational and learning theories such as Constructivism.

“Constructivism
is the philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the
world we live in.” (Brooks & Brooks)
It is the idea that learning does not just happen by the traditional methods of teachers standing and
lecturing to classes.
As Confucius once said, “I hear and I forget. I see and I remember. I do and I understand.”

3.2. The Constructivist Learning Pyramid

3.3. CBET Across the World
Snapshot History of CBET

The roots of CBET can be traced back to 1960’s and 1970’s where it was applied as new approach
to improve teacher training in the USA. The performance of teachers at the time was seen as not up to
industry standard and by comparison the US students were not doing as well as those in Europe.
CBET was embraced by the UK in the 1980’s for TVET and also adopted by Australia, New Zealand,
South Africa. For more information on CBET you can click on the link for
reference. http://www.slideshare.net/ardithjconway/history-of-cbet

Countries Using CBET

Australia
Canada
China
Germany
Korea
New Zealand
Singapore
South Africa
The Netherlands
United States of America           

United Kingdom

If you want to get a better picture of how CBET works, you might want to research at least
two other countries outside of CARICOM that have implemented CBET.

4. The Essential Elements of CBET

Assessing for the CVQ will require that you become familiar Competency based education and training
(CBET) approach. The video below gives an idea of the fundamentals of CBET and the way we should
re-think learning today.
4.1. The characteristics of CBET
Here is a snapshot of CBET characteristics. Think about how this approach to learning compares to what
you do at present.
1. The competencies to be acquired are carefully:

Identified
Verified
Made public

2. The criteria and conditions for assessing learner achievement are:

Based on the specified competencies

Based on Business/ Industry standards
Explicitly stated and explained to learners in advance of assessment
3. The instructional programme:
Is designed to help learners achieve each specified competency
Provides for different learning styles
Provides for a range of learner abilities

4. The assessment of candidate’s competency:

Takes knowledge and attitudes into account
Requires performance as the primary source of evidence
5. Learners progress through the  instructional programme:
At their own rate
By demonstrating the attainment of specified competencies rather than time or course completion

  
4.2. Instructional approach
Instructor's Role in CBET
The teacher in the CBET is no longer viewed as the "sage on the stage" or the repository of all knowledge
as practiced in traditional education settings. They now assume several roles in supporting learning, that
may include any of the following of based on the situation.

Coach
Tutor Assessor
Mentor
Demonstrator Communicator
Guide
Advisor Evaluator
Facilitator

Teaching Methods of CBET

Case studies
Demonstrations
Role plays/simulations
Field trips and On-the-job activities
Cooperative learning - peer-tutoring/coaching
Interactive discussions
Problem-based learning
Inquiry/discovery methods
Inductive methods
If you took on the role of facilitator, the step diagram gives you an idea of how a typical CBET
lesson can be facilitated.
 
5. The Traditional and CBET approach in TVET
In this topic you will differentiate between the Traditional and CBET approach in TVET. The CBET
methodology requires a shift from the traditional approach using delivered instruction to a more dynamic
approach which requires the active involvement of the learner. 
5.1. Comparison between Traditional & CBET Methodologies

Traditional Method CBET Method

 
Teacher/instructor - centred Learner- centred, learners are responsible
for their learning
 
Focuses on teaching and completing Learning is judged by learners 
syllabus achievement of the pre-determined 
outcomes
 
Time frame for completion is fixed Flexible time
frame, learning is self-paced
 
Training focuses on the processes Training is focused on outcomes achieved
   
Learning
experiences are institutionally Competencies may be achieved through a
based variety of pathways
Instruction may
be not be directly Competencies  suit
the requirements of the
applicable for the workplace workplace
Achievement is
measured by knowledge Learner achievement is measured by
of subject matter or ability to complete actual
ability to do the job effectively
examples of
job tasks
Class room
sizes are large and less Emphasis on working with individuals and
individual attention provided small groups
Students  are compared with others Each individual is judged to see if
competencies have been mastered
Prior learning
is not formally recognised Prior learning  is formally recognised
Specific entry
requirements apply Specific entry requirements need not
apply
Instructional
material focuses on Course of Learning materials utilise Competency
study, Units of instruction, Textbooks profile, Learning
modules, Learner guides/
instructor guides
5.2. Portfolio Activity: Compare CBET vs Traditional
Download the following exercise, reflect on your learning and complete it.

Exercise - CBET vs Traditional.doc

When you have completed the exercise and reviewed it carefully against the marking rubric, give it the title:
Topic 3: CBET vs Traditional.

Open your e-Portfolio and upload the document.

Use the rubric below to provide an indication of your performance for the exercise.

Rate Score % Description

Excellent 6 100 Provides correct responses for all six (6)
sections

Good 5 84 Provides correct responses for 5 sections

Fair  4 68 Provides correct responses for 4 sections

Poor 3 52 Provides correct responses for 3 sections

Unsatisfactory 2 36 Provides correct responses for  2 sections

Unsatisfactory 1 20 Provides correct response for  1 section

Unsatisfactory 0 0 No correct responses provided

6. Topic Summary
This topic focused on the Competency Based Education and Training approach.
At this point you should have
completed the following:
Portfolio: completed an exercise on CBET vs traditional training

7. Frequently asked questions

Topic 3 Competency based education and training frequently asked questions
 What do I
do if I need technical assistance?
If you are
having technical problems you should post a question your portfolio, your Facilitator will see it
and give you guidance.  
How will I
get through this programme, I have never done online learning before?
In order to
excel in any online course you need to be organized, motivated, independent,
and have good
time-management skills.
Is CBET
presently used throughout the Caribbean?
CBET is
used in the Caribbean, in institutions that have adopted the competence based
philosophy of
training and assessment. One
of the aims of CANTA is to have competence based training and assessment
used
in every institution in the Caribbean.
What
is the difference between competence and competency?
Competence
(pl. competences)
Demonstration
the knowledge, skills, experience and attributes necessary to carry out a
defined function
effectively
 Competency
(pl. competencies)
Description
of the knowledge, skills, experience and attitudes necessary to carry out a
defined function
effectively. (UNESCO-UNEVOC
e-forum 08/10/11)
 A person is defined as competent when, upon
assessment, they are able to demonstrate that they can
apply knowledge and
skills successfully in their working environment.
 
Is
CBET done in the same way as traditional training?
 No. CBET requires more time and
resources. It caters for more practice and for self-paced learning by
the candidates.
 
How does an
institution incorporate Competence Based Education Training and Assessment in
their training?
Any institution
can make a policy decision to use the CBET approach, however, there will be a
need to
train up their instructors in CBET methodology. The NTA/TVET Council can lend guidance on how
to
implement such a policy decision and they can also conduct the training of
instructors in CBET
methodology.
What makes
a CBET curriculum different to any other curriculum? 
The CBET
curriculum is prepared based on the occupational standard created for the
particular job. In
this manner training is conducted with the industry needs
and expectations at its core. The CBET
curriculum is written by experts in the
particular area.